Grade 5
1.  Relationship to NC Standard Course of Study

COMPETENCY GOAL 1:  The learner will develop an understanding of the nature of science.
1.3  Demonstrate that scientific knowledge is replicable.

COMPETENCY GOAL 2:  The learner will develop the ability to use science process skills.
2.1    Demonstrate the ability to observe.
2.2    Demonstrate the ability to communicate.
2.3    Demonstrate the ability to infer.
2.4  Demonstrate the ability to experiment.

COMPETENCY GOAL 3:  The learner will develop the ability to use science manipulative skills.
3.1   Demonstrate safe procedures while doing science activities.
3.2   Demonstrate the ability to choose, construct, and/or assemble appropriate equipment
       for science activities.
3.4  Demonstrate proper care for equipment and materials.

COMPETENCY GOAL 4:  The learner will develop a positive attitude toward science.
4.1  Exhibit a positive attitude toward learning and experiencing science.

COMPETENCY GOAL 5:  The learner will construct understanding of energy concepts.
5.2  Investigate forms and sources of energy.

2.  Process Skills

Observing:     I will show a movie of planes landing and taking off to introduce the lesson.  Students will be observing their paper as they construct their airplane.
Measuring:  Students will measure the length their airplane flew with each variable.
Communicating:  Students will communicate how each variable affected the flight of their plane.  Also they will be asked to state the energy source of the plane.
Identifying and Controlling Variables:   Students will discuss what the variables are with the plane, and discuss how to manipulate the variables.
 
 

3.  Materials

FOR EACH PAIR OF STUDENTS:

• 1 paper airplane sheet
• paper clips, scissors
• 2 meter sticks
• 2 activity sheets

4.  Activity Description
 (Procedure)
Objectives:
 The student should be able to:
1.  Construct a paper airplane from printed directions
2.  Identify variables that may affect the flight of the airplane
3.  Control some of the variables that may affect the flight of the airplane
4.  Plan an investigation in which manipulated and responding variables are identified
5.  Identify energy sources and receivers in the system.

 Learning Cycle Format
Engagement:  The class and I will construct an airplane.  I will then ask, “Since all of the planes were made with the same design will they all fly the same distance.”    If some say that they will fly the same distance ask 2 or 3 students to come to the front of the class and demonstrate.  1.  Ask the class to try to explain why they did not fly the same distance.  They should come up with reasons such as the way the plane was thrown, the wind, the angle of the way the plane was thrown, or whether it hit a desk.  2.  Ask how can we control the variables in the plane?  Such as using the same paper, folding the paper the same way, and using the same materials to control like paper clips (5) and flaps.  3.  After they cut the flaps ask the students why the plane flew in the direction it did, and did it fly differently when they placed the flaps in different positions.  4.  When competing to see who throw their plane farther how can we make it fair?  Such as  using the line on the ground to stand behind to make sure it was fair.  5.  Ask the students where is the energy source for the plane, and have them trace it back to the sun.  The plane received energy from the person throwing it, we received energy from food, and the food received energy from the sun.

Exploration:  Next the class will look at activity sheet two and discuss the affects of other variables such as weight and how flaps affect the flight.  The students will try different combinations of variables and measure the distance of each flight with meter sticks.

Assessment:  The class will come back together and discuss how they tried to control variables when flying their planes.  (The way the plane was thrown, the way the distance was measured from the same point.)  The number of paper clips, or whether or not the flaps were up or down.  Finally, we will discuss the energy source.
 The airplane flew because it had some energy.  Where did the energy come from?  (The student)  The airplane was the energy receiver.

5.  Bibliography

      Internet-
          NC Standard Course of Study  http://www.dpi.state.nc.us/curriculum
          Things for Kids  http:.//www.planesnthings.com
      Books-
Greene, Edgar.  Understanding Science and Science Teaching in the Elementary School.
Boone, NC:  Hubbard Center for Faculty and Staff Support, 1998.

6.  Integrating the Curriculum
 

• Social Studies:  Discuss the origin of planes, and the effect they have had in our lives
• Art:  The students will make a drawing of what planes will look like in the year 3000.
• Math:  Using the metric system the students will measure the distances of the walls in the classroom and hallway.